More specifically, it minimises teachers' stress and burnout, and improves their commitment, job satisfaction, well-being, instructional quality, work enjoyment, motivation, professional identity, retention, agency, self-efficacy, and so forth.Click here
Preprints are early versions of research articles that have not been peer reviewed. They should not be regarded as conclusive and should not be reported in news media as established information.
Factors Related to Teacher Resilience during COVID-19_preprint.docx (57.63 kB)
Download fileFactors Related to Teacher Resilience during COVID-19
preprint
posted on 2022-05-20, 18:38 authored by David MarshallDavid Marshall, David M. Shannon, Savanna Love, Natalie NeugebauerTeachers were surveyed across the United States between January and February 2021 (n=355). Participants were asked about learning modalities employed at their school as well as other factors related to COVID-19 mitigation, job satisfaction, teacher self-efficacy, burnout, teacher autonomy, and student access to resources.
History
Declaration of conflicts of interest
There are no conflicts of interest to report.Corresponding author email
dtm0023@auburn.eduLead author country
United StatesLead author institution
Auburn UniversityEthics statement
This study was approved by Auburn University's Institutional Review Board.Terms agreed
Yes, I agree to Advance termsComments (2)
Log in to write your comment here...
Preparing a training course, seminar or any learning experience should be based on the learners’ needs and their interpretation. It is important for a trainer to identify the main ways and methods to identify learners’ needs and to be aware of the importance of doing this process to base the learning intervention on solid foundations. Read More
CC BY 4.0